STAGE 5: Interacting Systems

Size: px
Start display at page:

Download "STAGE 5: Interacting Systems"

Transcription

1 Stage 5: In this stage, students will explore how systems interact with each other to maintain healthy and optimal body functioning, including how the body responds to changes in the environment such as with stress. Students will focus on the Circulatory, Respiratory, and Nervous s and their interactions. In the Welcome section, students are asked to think about how different systems work together. They draw a diagram showing how the systems interact. Lesson 1: The Circulatory parts and functions of the Circulatory. Warm- up: Students discuss the similarities, parts, and functions of a water pump, a pizza delivery service, an e- mail message and the circulatory system. Read & Discover: Students read about the main functions of the circulatory system. Check it Out: Students watch the BrainPOP video Blood and take the test at the end. Bring it to Life: Students make a model of blood using common materials. Check it Out: Students watch two BrainPOP videos that describe the heart and the route taken by blood. What do you Say?: Students play a game that focuses on the different components of the circulatory system. Help students see analogy between pump, delivery service, message, and the circulatory system. [Answer: All have different parts that work together as a system. Each system sends something from one place to another.] Answer questions as needed. If there is time, students can complete related BrainPOP quizzes and activities. Before class, get these materials: Plastic (sandwich) bag to be the plasma Small materials (e.g., erasers, rubber bands, paperclips, beads, cotton balls) Paper Markers and/or colored pencils If there is time, students can complete related BrainPOP quizzes and activities. Make sure students have an understanding of the analogies of pizza delivery service, e- mail, and pump as the Circulatory before beginning the game. The Circulatory transports important nutrients and waste throughout the body. The heart controls the movement of blood through the system. The Circulatory is made up of the heart, blood vessels, and blood. Its primary function is to carry needed substances to cells and carry waste products away from cells. Blood contains plasma, white blood cells, red blood cells, and platelets. Respiratory Circulatory Nervous Nutrients Function Multicellular Interacts Blood White Blood Cells Platelets Plasma Vessels Chambers Aorta Valve Atrium Capillaries Veins Arteries

2 Lesson 2: Interaction of the Circulatory and Respiratory s Respiratory and its organs. In addition, students learn how the Circulatory and Respiratory s work together. First, students think about how the Respiratory functions in their lives. Warm- up: Students answer simple questions in their notebook about why we need to breathe and the role of the Respiratory. Check it out: Students watch a BrainPOP video titled Respiratory and revise their answers from the warm- up. Bring it to Life: Students create their own lung models. Have the class name as many parts of the Respiratory they already know about. Ask students to predict how the Respiratory and Circulatory s work together. Students can complete related BrainPOP quizzes and activities if there is time. Present a model to students and have them create their own. Provide these materials/team: 1 empty 500ml drink bottle (clear without sport cap), drinking straw, balloon water balloon (or another normal size balloon) scissors, tape small piece of blu- tac or plasticine. The Respiratory and the Circulatory work together to transfer oxygen from the outside environment into the body, via the blood. The Respiratory and Circulatory work together to remove carbon dioxide waste from the cells of the body. Respiratory Carbon Dioxide Oxygen Lungs Interact Pulse Heartbeat Now You Try!: Students discuss questions about oxygen with their group. Then students do a lab activity and write an explanation of what happens during the activity in their notebooks. Check in with groups to ensure that students are remaining safe during the lab activity.

3 Lesson 3: The Nervous Nervous and how it interacts with all the systems in the body. Warm- up: Students think about times when their bodies have used reflexes and think about why their bodies would react that way. Read & Discover: Different types of neurons and the two types of nervous systems are presented. Check It Out: After watching the BrainPOP video titled Nervous, students answer questions in their notebooks. Provide other examples or ask students for other examples of reflexes as a whole class (e.g., touching a hot surface makes you pull your hand back; hearing your name makes you listen) Ask students to give examples of neurons (e.g., hearing the phone uses sensory neuron; interneuron tells motor neuron to react; motor neuron lets you pick up phone and talk) If there is extra time remember to ask students to complete the other BrainPOP activities that go along with the video. There are three types of neurons: sensory, motor, and interneurons. Sensory neurons help your senses. Motor neurons make you move. Interneurons send messages between sensory and motor neurons. Reflexes Stimuli Nerves Sensory Neurons Motor Neurons Interneurons Central Nervous Peripheral Nervous Stimulate Bring It to Life: Students complete an interactive where they choose different stimuli to see how the brain and other organs respond. Now You Try: Students conduct a lab on the Nervous by measuring reaction time. You can project the interactive and show each of the ways the stimuli makes the brain respond and facilitate discussion. Before class get these materials for each group: 1 plastic cup with hole 1 lid with hole for cup 1 dowel (35 cm) response timer strips clothes pin half- sheet of paper lab sheet (in student content) Help students to assemble their experiment. There are two nervous systems in the body: Peripheral and Central Nervous s. The Central Nervous is made up of the brain and spinal cord; the Peripheral Nervous includes all other nerve cells.

4 Lesson 4: s Responding to the Environment After reading about how stress can impact the human body, students write their own examples of how different body systems may respond to a change in the environment. Warm- up: Students complete an online survey about stress in their lives. Read and Discover: Students read about how stress affects their body. Check it Out: Students visit a website called Goose Bumps to read about the physical changes the body undergoes during stress, and then create a diagram of the systems that interact during stress. As a whole class, have students name things that cause them stress and how their bodies respond. Help students connect the Nervous and Circulatory s (i.e., stress makes your heart pump faster to give more oxygen to body). Have a few students share and explain their drawings for the class. *Instructions for optional lesson below. Body systems interact to help the body respond to changes in the environment such as exercise, altitude, and stress. Stress Nervous Forum consequences of smoking and other lifestyle choices. Students write a paragraph about what they think happens when one of our systems isn't working right because of illness, lifestyle choices or environmental factors. Students provide specific examples to illustrate their point and then post their paragraph to the forum. Discuss the image of the overcrowded bus. People wanting to get in represent Oxygen. The bus represents a Red Blood Cell. The seats are taken by Carbon Monoxide (from smoking). Explain how systems are impacted by smoking: Tar makes the cilia clump together so that it can t sweep away mucus causing build- up and coughing (Respiratory impact). Carbon monoxide sticks to red blood cells, so the red blood cells can t carry as much oxygen (Circulatory impact). Nicotine is a drug that makes the heart beat faster and blood pressure rises. Nicotine also produces an addiction and dependence (Nervous and Circulatory s impact). Tobacco smoke has three deadly chemicals (tar, carbon monoxide and nicotine). Tar Nicotine Carbon Monoxide Concentrated Molecules Red Blood Cells Heart disease Nutrition

5 Stage 5 Lesson 4: Stimuli Interactive Purpose: In Stimulus and Response the students will Observe the bones, joints, and muscles that move when the hand and foot respond. Investigate the effect of practice on response time. Investigate response time when the stimulus is nonvisual (auditory ad tactile) Overview: In Stimulus and Response the students work with a falling cup device to investigate response time. One student holds a cup poised to fall; another student places her dominant hand under the cup. When the responding student sees the cup start to fall, she pulls her hand our of the way. The students take turns responding to the falling cup, recording results in order to determine the minimum distance from which an object can be released and still allows the responding student to avoid being hit. They then explore their hands and feet. Finally the students repeat a set of investigations after practicing and evaluate the effect practice has on response time. Materials: For each pair of students: * 1 plastic cup with hole * 1 lid for the cup with hole * 1 dowel, 35 cm * clothes pins (1 per pair) * half sheet of paper * 2 student lab sheets for Stimulus/Response data * Response timer strips For each team of students (4) * 1 meter tape For the class * 1 pair of scissors * transparent tape

6 Assembly of Falling Cup Device: a. Snap a lid with hole on a cup with hole. b. Slide a long dowle through the holes so that the cup with its lid can slide freely up and down. c. Hold the stick in a vertical position on a desk top with the cup bottom side up. d. Attach a clothes pin to the dowel above the cup to limit how high the cup can be raised above the desktop. The Activity 1. Review Movement. Ask the students to review the systems in their bodies that come into play when they move. (Skeleton, joints, muscles) When all of these systems work together to provide movement, it is called coordination. 2. Introduce Stimulus. Tell students that coordinated movements of the human body don't happen by themselves. Movements are directed by the central nervous system - the brain, spinal column, and nerves. The central nervous system gets information from the outside through special systems called senses. (sight, sound, touch, taste, and smell). When sensory input triggers an action, that input is a stimulus. Discuss different kinds of stimuli (e.g., hot and cold, pain, touch, sight, sound, smell, taste). 3. Demonstrate the falling cup. Bring out the falling cup device with the clothes pin at the top of the dowel. Place it on a desktop in ready position. Tell the students to imagine that the cup is filled with cement and likely to slide down the dowel at any moment. Release the cup and show how quickly it can fall to the desktop. Ask for a volunteer to place a hand on the desktop right next to the dowel. Stress that the responding student's fingers must be touching the dowel. Ask the class, "Do you think she will be able to get her hand out of the way when she sees the cup fall?" Tell the volunteer to pull her hand away when she sees the cup begin to fall. Release the cup and let the student respond. In all likelihood, she will withdraw her hand before being hit. 4. Introduce Response. Reinforce that the sight of the cup falling was the stimulus that started the student moving. Explain that the action of pulling a hand out of the way is the response. 5. Begin the Falling Cup Investigation a. Allow time for Free exploration of materials. b. Discuss refining the release. Have all students measure where they start their clothes pin so they can always start from the same position. You may also tape a half sheet of paper to the cup to shield the release of the cup.

7 c. Establish a Standard Release Height- Ask team members to ask 1 minute to discuss at what height the cup should be set so that it is a challenge to get their hand out of the way consistently. Then poll the groups. Write their suggested heights on the board and average them. Use the average as the standard release height for further investigations. d. Introduce the student sheet. It is time to gather data comparing the response of their left and right hands. e. Describe data recording. After the students have filled in their names and the date, give the following instructions. The stimulus (vision) and the response (right hand) have been filled in for the first data box. Fill in the height of the drop. In this case the standard release height you established should be recorded. One person is the cup releaser; the other is the responder. Each time the responder's hand is hit, an X is recorded in the hit column; misses are recorded in the miss column. Allow students to conduct the investigation. They may record other response times after completing the student sheet. (feet, left hand etc.) 6. Review the Results Which body part responds quickest to the falling cup? (HAND) Which is slowest? (FOOT) Why might that be the case? (DISTANCE FOR THE BRAIN AND SPINAL CORD) Is there anything you can do to improve your response time? (PRACTICE AND CONCENTRATE) 7. Challenge: Record your data for the experiment on your Vital Signs Spreadsheet. Make sure all members on the team are included. Compare your answers to those of students from other geographical locations. Are there any marked differences or similarities? If so, can you give an explanation for them? How might this result from this lab experiment differ from "Gotta Have a Heart" "Lung Capacity" with regards to other populations? Report your results and comments at the next lab session.

STUDENT PACKET #2 Student Exploration: Circulatory System

STUDENT PACKET #2 Student Exploration: Circulatory System STUDENT PACKET #2 Student Exploration: Circulatory System Reporting Category: Life Science Benchmark: SC.6.L.14.5: Identify and investigate the general functions of the major systems of the human body

More information

Our Human Body On-site student activities Years 5 6

Our Human Body On-site student activities Years 5 6 Our Human Body On-site student activities Years 5 6 Our Human Body On-site student activities: Years 5-6 Student activity (and record) sheets have been developed with alternative themes for students to

More information

Section Preview of the Student Book for Body Works, Issues and Life Science, 2 nd Edition Activities 17-19

Section Preview of the Student Book for Body Works, Issues and Life Science, 2 nd Edition Activities 17-19 Section Preview of the Student Book for Body Works, Issues and Life Science, 2 nd Edition Activities 17-19 To experience a complete activity please request a sample found in the footer at lab-aids.com

More information

Engage: Brainstorming Body Systems. Record the structures and function of each body system in the table below.

Engage: Brainstorming Body Systems. Record the structures and function of each body system in the table below. Engage: Brainstorming Body s Record the structures and function of each body system in the table below. Body Nervous Circulatory Excretory Immune Digestive Respiratory Skeletal Muscular Endocrine Integumentary

More information

The Circulatory System Explained

The Circulatory System Explained The Circulatory System Explained The circulatory system consists of the heart, blood vessels and blood itself. Its function is three-fold. Transport, temperature control and protection. Transport - of

More information

Lesson 2: Human Body Systems The Circulatory System

Lesson 2: Human Body Systems The Circulatory System Greet the class: Lesson 2: Human Body Systems The Circulatory System Ask them: How many body systems do we have in all? 11 What are they? 1. Cardiovascular system 2. Digestive 3. Endocrine 4. Immune 5.

More information

TO GO TO ANY OF THE PAGES LISTED BELOW, CLICK ON ITS TITLE

TO GO TO ANY OF THE PAGES LISTED BELOW, CLICK ON ITS TITLE TO GO TO ANY OF THE PAGES LISTED BELOW, CLICK ON ITS TITLE CHAPTER 15 Transport in the Body 1 15-1 What are is the circulatory system? 2 15-2 What are the parts of the heart? 3 Comparing Heart Valves Enrichment

More information

HUMAN BODY SECTION 6: RESPIRATION From Hands on Science by Linda Poore, 2003.

HUMAN BODY SECTION 6: RESPIRATION From Hands on Science by Linda Poore, 2003. HUMAN BODY SECTION 6: RESPIRATION From Hands on Science by Linda Poore, 2003. STANDARDS: Students know how blood circulates through the heart chambers, lungs, and body, and how carbon dioxide (CO 2 ) and

More information

GRADE 5 GROWTH AND DEVELOPMENT

GRADE 5 GROWTH AND DEVELOPMENT GRADE 5 GROWTH AND DEVELOPMENT GROWTH AND DEVELOPMENT GRADE: 5 LESSON: 1 THEME: BODY SYSTEMS CONCEPT: THE RESPIRATORY SYSTEM IS ESSENTIAL FOR GETTING OXYGEN INTO AND CARBON DIOXIDE OUT OF THE BODY PREPARATION:

More information

Students design a pumping device that will effectively pump fluid through a given cardiovascular system.

Students design a pumping device that will effectively pump fluid through a given cardiovascular system. Students design a pumping device that will effectively pump fluid through a given cardiovascular system. Grades 4-8 Estimated time: 60 minutes Student Outcomes: 1. Students will be able to design and build

More information

1. Of the following, which is NOT involved in pulmonary circulation? a. Coronary Artery c. Right Ventricle b. Left Atrium d.

1. Of the following, which is NOT involved in pulmonary circulation? a. Coronary Artery c. Right Ventricle b. Left Atrium d. 1. Of the following, which is NOT involved in pulmonary circulation? a. Coronary Artery c. Right Ventricle b. Left Atrium d. Pulmonary Vein a. CORONARY ARTERY 2. The heart of a human contains chamber(s).

More information

Third Term British Section BIOLOGY Grade 9 REVISION SHEETS Respiration

Third Term British Section BIOLOGY Grade 9 REVISION SHEETS Respiration Third Term British Section 2015-2016 BIOLOGY Grade 9 REVISION SHEETS Respiration Fig. 1.1 shows structures in the human thorax. Fig 1.1 ( a ) Complete the table by identifying parts A,B and C and describing

More information

Human Body Review #4: Circulatory System

Human Body Review #4: Circulatory System Name: Class: Date: Human Body Review #4: Circulatory System Modified True/False Indicate whether the sentence or statement is true or false. If false, change the identified word or phrase to make the sentence

More information

In Activity 21, Inside A Pump, you observed two bulbs: one contained

In Activity 21, Inside A Pump, you observed two bulbs: one contained 23 Heart Parts r e a d i n g In Activity 21, Inside A Pump, you observed two bulbs: one contained a valve and one did not. The valve prevented the backward flow of water, which helped pump water from one

More information

Plum Borough School District

Plum Borough School District Introduction to Human Learn the basic anatomy terms and the organization of the body S11.A.1.1.1 S11.A.1.1.2 S11.A.1.1.4 Biochemistry and Cytology (Study of Cells) Biochemistry of cells: organic, inorganic

More information

How does your heart pump blood in one direction?

How does your heart pump blood in one direction? Have a Heart How does your heart pump blood in one direction? Description How does your heart move blood in one direction, around in a loop? In this activity, you will make a model of one of the heart

More information

Year 2 Science: The Human Body Resource Pack

Year 2 Science: The Human Body Resource Pack Year 2 Science: The Human Body Resource Pack Body Systems II Body Systems Digestion our bodies break down food and use Skeletal system the skeleton is made up of bones that support our the nutrients to

More information

Lesson 5: Cardiovascular and Nervous Systems / Hypertension

Lesson 5: Cardiovascular and Nervous Systems / Hypertension Glossary Cardiovascular System Glossary 1. Blood: fluid that carries oxygen, nutrients, waste, and water to and from the cells in your body 2. Blood pressure: the force inside your blood vessels that pushes

More information

1.2 Your healthy, active body

1.2 Your healthy, active body 1.2 Your healthy, active body 1.2.2 A healthy, active lifestyle and your cardiovascular system Contents Worksheets Worksheet 1: Learning the parts of the circulatory system, Level A 112 Worksheet 1: Learning

More information

Investigating the Human Body On-site student activities: Years 7-8 Investigating the Human Body On-site student activities Years 7 8

Investigating the Human Body On-site student activities: Years 7-8 Investigating the Human Body On-site student activities Years 7 8 Investigating the Human Body On-site student activities Years 7 8 Student activity (and record) sheets have been developed with alternative themes for students to use as guides and focus material during

More information

Pulmonary Circulation

Pulmonary Circulation Pulmonary Circulation Returning blood coming back to the right side of the heart from the body and going to the lungs to be recycled. 1 Systemic Circulation Oxygen rich blood coming back from the lungs

More information

The Body s Transport System

The Body s Transport System Circulation Name Date Class The Body s Transport System This section describes how the heart, blood vessels, and blood work together to carry materials throughout the body. Use Target Reading Skills As

More information

Year 9 It s My Body WS2 Nervous System - Neurons Name: Date:

Year 9 It s My Body WS2 Nervous System - Neurons Name: Date: Year 9 It s My Body WS1 Nervous System Name: Date: 1. What is the function of the sensory nerves? Sensory nerves carry messages from changes inside the body (receptors detecting chemical changes) and outside

More information

The Human Body - Common Exam Review

The Human Body - Common Exam Review The Human ody - ommon Exam Review Name: ate: 1. Which list shows different levels or organization within a population ordered from least to most complex? 3.. organ systems, organs, organelles, organisms.

More information

Chapter 16: Circulation

Chapter 16: Circulation Section 1 (The Body s Transport System) Chapter 16: Circulation 7 th Grade Cardiovascular system (the circulatory system) includes the heart, blood vessels, and blood carries needed substances to the cells

More information

NAME: GCSE PE TOPIC 1.2.2

NAME: GCSE PE TOPIC 1.2.2 1 NAME: GCSE PE TOPIC 1.2.2 The structure of the circulatory system The make-up of blood and its different uses Short and long term effects of exercise on the circulatory system Current Grade : Target

More information

Core Concept: Neurons are connected to form pathways that result in reflex responses, conscious sensation, voluntary movement, and memory.

Core Concept: Neurons are connected to form pathways that result in reflex responses, conscious sensation, voluntary movement, and memory. Hand on a Hot Stove Core Concept: Neurons are connected to form pathways that result in reflex responses, conscious sensation, voluntary movement, and memory. Class time required: Approximately 2 forty

More information

Page 1. C) bile D) red blood cells

Page 1. C) bile D) red blood cells Name: 1) Which part of the human blood is primarily responsible for transporting nutrients, hormones, and wastes? A) platelet B) plasma C) white blood cell D) red blood cell 2) What is a major difference

More information

THE CIRCULATORY SYSTEM

THE CIRCULATORY SYSTEM Functions of the circulatory system PHYSICAL EDUCATION THE CIRCULATORY SYSTEM Circulates blood through the body Transports water, oxygen and food to cells and removes wastes from the cells Helps other

More information

KS4 Physical Education

KS4 Physical Education KS4 Physical Education The Circulatory System These icons indicate that teacher s notes or useful web addresses are available in the Notes Page. This icon indicates that the slide contains activities created

More information

Sample. Pre-Unit Assessment: Thinking about Chemicals LESSON 1. Overview and Objectives. Background

Sample. Pre-Unit Assessment: Thinking about Chemicals LESSON 1. Overview and Objectives. Background Pre-Unit Assessment: Thinking about Chemicals Overview and Objectives This introductory lesson will provide you with a pre-unit assessment of your students current knowledge of chemicals and questions

More information

The Circulatory System

The Circulatory System The Circulatory System Components The human circulatory system is made up of 3 main parts: The heart Blood vessels (arteries, veins, capillaries) Blood The Human Heart The human heart is made of 3 types

More information

Circulatory System (Grades 5 to 7)

Circulatory System (Grades 5 to 7) Complete. Circulatory System (Grades 5 to 7) antibodies antigens aorta arteries atria blood blood vessels capillaries heart hemoglobin plasma platelets pulse red blood cells valves veins ventricles white

More information

Nervous System. from the Human Body Systems Series. catalog # 2890. Published & Distributed by AGC/UNITED LEARNING

Nervous System. from the Human Body Systems Series. catalog # 2890. Published & Distributed by AGC/UNITED LEARNING Nervous System from the Human Body Systems Series catalog # 2890 Published & Distributed by AGC/UNITED LEARNING 1560 Sherman Avenue Suite 100 Evanston, IL 60201 1-800-323-9084 24-Hour Fax No. 847-328-6706

More information

TEST NAME: Human Body Systems TEST ID: GRADE: 05 Fifth Grade SUBJECT: Life and Physical Sciences TEST CATEGORY: My Classroom

TEST NAME: Human Body Systems TEST ID: GRADE: 05 Fifth Grade SUBJECT: Life and Physical Sciences TEST CATEGORY: My Classroom TEST NAME: Human Body Systems TEST ID: 764997 GRADE: 05 Fifth Grade SUBJECT: Life and Physical Sciences TEST CATEGORY: My Classroom Human Body Systems Page 1 of 7 Student: Class: Date: 1. How are multi

More information

HeartSmart Teachable Moments. the powerful heart. Grades 4 6. HeartSmart Kids 2015 Heart and Stroke Foundation Grades 4-6 The Powerful Heart 1

HeartSmart Teachable Moments. the powerful heart. Grades 4 6. HeartSmart Kids 2015 Heart and Stroke Foundation Grades 4-6 The Powerful Heart 1 HeartSmart Teachable Moments the powerful heart Grades 4 6 HeartSmart Kids 2015 Heart and Stroke Foundation Grades 4-6 The Powerful Heart 1 The Powerful Heart The Circulatory System Summary Students will:

More information

LYMPHATIC SYSTEM. A group of organs and tissues that collect fluid that leaks from blood and returns it to the blood.

LYMPHATIC SYSTEM. A group of organs and tissues that collect fluid that leaks from blood and returns it to the blood. LYMPHATIC SYSTEM A group of organs and tissues that collect fluid that leaks from blood and returns it to the blood. The lymphatic system is also part of the body s defense against disease. The lymph capillaries

More information

Human Body Systems Test

Human Body Systems Test Human Body Systems Test Human Body Systems Aligned with ASA 5th Grade Item Specs 1 Name: Number: Date: Multiple Choice Human Body Systems Study Guide The system is responsible for bringing food and oxygen

More information

Animal Systems: The Nervous System

Animal Systems: The Nervous System Animal Systems: The Nervous System Your joys and your sorrows, your memories and your ambitions, your sense of personal identity and free will are, in fact, no more than the behaviour of a vast assembly

More information

BLOOD FLOW THROUGH THE HEART

BLOOD FLOW THROUGH THE HEART BLOOD FLOW THROUGH THE HEART The heart is a sac made of muscle, which contains four chambers connected by valves (one-way doors). Frontal cross sections are shown in these diagrams. (1) Diastole: Draw

More information

It s a Matter of the Heart Investigating the Circulatory System

It s a Matter of the Heart Investigating the Circulatory System It s a Matter of the Heart Investigating the Circulatory System OBJECTIVE Students will investigate the structure and function of the heart in relation to the circulatory system. Students will identify

More information

The Fundamental Units of Life Classwork 7 th Grade PSI

The Fundamental Units of Life Classwork 7 th Grade PSI The Fundamental Units of Life Classwork 1. Using the four characteristics of living things, explain whether plants are living things or not. 2. Cells are microscopic. What does this mean? 3. Are you an

More information

OTHER HUMAN SYSTEMS INVOLVED IN NUTRITION

OTHER HUMAN SYSTEMS INVOLVED IN NUTRITION Name:.. Class:.. School:.... What am I learning about in this unit? OTHER HUMAN SYSTEMS INVOLVED IN NUTRITION RESPIRATORY SYSTEM EXCRETORY SYSTEM CIRCULATORY SYSTEM By MBLS and MACS 1 1. RESPIRATORY SYSTEM

More information

Things You Will Need r u l e r, 30 cm or longe r 8 standa rd do m i no e s ma s k i ng tape s c i s s o r s paper for re c o rd i ng observatio ns

Things You Will Need r u l e r, 30 cm or longe r 8 standa rd do m i no e s ma s k i ng tape s c i s s o r s paper for re c o rd i ng observatio ns Explorer s Guide The Domino Effect THE DOMINO EFFECT 75 Use dominoes to model a nerve cell s transmission of a signal Your nervous system does its job by transmitting information through the long bodies

More information

The Circulatory System and Blood:

The Circulatory System and Blood: (Students: Bolded, italicized, and underlined sections will be on the exam) The Circulatory System and Blood: I. Function of the System: A. To supply oxygen (for cell energy), nutrients (for cell energy,

More information

HeartSmart Teachable Moments. the powerful heart. Grades 2 3. HeartSmart Kids 2015 Heart and Stroke Foundation Grades 2-3 The Powerful Heart 1

HeartSmart Teachable Moments. the powerful heart. Grades 2 3. HeartSmart Kids 2015 Heart and Stroke Foundation Grades 2-3 The Powerful Heart 1 HeartSmart Teachable Moments the powerful heart Grades 2 3 HeartSmart Kids 2015 Heart and Stroke Foundation Grades 2-3 The Powerful Heart 1 The Powerful Heart The Heart and The Circulatory System Summary

More information

Answer Key of Revision (Topic 3)

Answer Key of Revision (Topic 3) s Science Department Grade 5- Term 2 Name: Date: Section: Answer Key of Revision (Topic 3) Nb Lesson Assessed Skills Test Items 3A 3-1 Identify The Circulatory system with its structures and function.

More information

Bottle Rockets. Vanderbilt Student Volunteers for Science. Fall 2008

Bottle Rockets. Vanderbilt Student Volunteers for Science. Fall 2008 Bottle Rockets Vanderbilt Student Volunteers for Science Fall 2008 I. Introduction: History of Rockets Explain to the students that rockets are more than two thousand years old. Give the students a BRIEF

More information

Human Body Test. 4. Which sequence shows the pathway that food takes in the digestive system?

Human Body Test. 4. Which sequence shows the pathway that food takes in the digestive system? Human ody Test Name: ate: 1. difference between the human nervous system and the endocrine system is that 4. Which sequence shows the pathway that food takes in the digestive system?. nerve responses are

More information

The heart, blood vessels, and blood together make up the Circulatory System.

The heart, blood vessels, and blood together make up the Circulatory System. What is the circulatory system? Circulatory System = carries blood and dissolved substances to and from various places in the body. Heart = pumps blood with various substances in it around the body in

More information

The Take-Apart Human Body

The Take-Apart Human Body The Take-Apart Human Body As any teacher knows, children are naturally curious about their bodies. Their questions are endless, and present a tremendous educational opportunity: How do my ears work? Where

More information

31.1 The Neuron. BUILD Vocabulary. Lesson Objectives

31.1 The Neuron. BUILD Vocabulary. Lesson Objectives Name Class Date 31.1 The Neuron Lesson Objectives Identify the functions of the nervous system. Describe the function of neurons. Describe how a nerve impulse is transmitted. BUILD Vocabulary A. The chart

More information

Class 10 NCERT Science Text Book Chapter 7 Control and Coordination

Class 10 NCERT Science Text Book Chapter 7 Control and Coordination Class 10 NCERT Science Text Book Chapter 7 Control and Coordination Question 1: What is the difference between a reflex action and walking? A reflex action is a rapid, automatic response to a stimulus.

More information

Cardiovascular System

Cardiovascular System Cardiovascular System The cardiovascular systems function is to pump blood and deliver it to the rest of the body. The cardiovascular system is most closely related to the circulatory system. The blood

More information

KEY CONCEPTS AND PROCESS SKILLS. 3. Blood is pumped around the human body by the heart.

KEY CONCEPTS AND PROCESS SKILLS. 3. Blood is pumped around the human body by the heart. Heart Parts 23 40- to 1 50-minute session ACTIVITY OVERVIEW L A B O R ATO R Y SUMMARY Students investigate the functions of the blood vessels and the major structures of the heart. This activity offers

More information

Human Circulation and Respiration Chapter 38

Human Circulation and Respiration Chapter 38 Human Circulation and Respiration Chapter 38 Goals: 1. Compare closed and open circulatory systems. 2. Label the parts of the human heart. 3. Explain how blood travels through the heart; identify chambers

More information

All About the Heart. Structures of the Heart

All About the Heart. Structures of the Heart All About the Heart Your heart is a muscle. It is slightly larger than your fist and weighs less than a pound. It is located to the left of the middle of your chest. Your heart pumps blood to the lungs

More information

Circulatory System Review

Circulatory System Review Circulatory System Review 1. Draw a table to describe the similarities and differences between arteries and veins? Anatomy Direction of blood flow: Oxygen concentration: Arteries Thick, elastic smooth

More information

GRADE 11F: Biology 3. UNIT 11FB.3 9 hours. Human gas exchange system and health. Resources. About this unit. Previous learning.

GRADE 11F: Biology 3. UNIT 11FB.3 9 hours. Human gas exchange system and health. Resources. About this unit. Previous learning. GRADE 11F: Biology 3 Human gas exchange system and health UNIT 11FB.3 9 hours About this unit This unit is the third of six units on biology for Grade 11 foundation. The unit is designed to guide your

More information

Activity: Build Your Own Lung

Activity: Build Your Own Lung Activity: Build Your Own Lung Supplies per group: 2 liter pop bottle Scissors 2 straws 2 balloons 3 rubber bands clay piece of clear wrap paper binder clip Directions: 1. Carefully, cut the bottom off

More information

Dissecting a Leg Activity Instructions

Dissecting a Leg Activity Instructions Activity Instructions Purpose: The purpose of this activity is to make students aware of the elements of the skeletal system and how they interrelate. Materials: Raw chicken leg quarter - one for each

More information

Smoking It s never too late to quit

Smoking It s never too late to quit Smoking It s never too late to quit Patient Education Improving Health Through Education Making a change for your health Choosing a healthy lifestyle is the best thing you can do to protect your health

More information

Designing Artificial Heart Valves

Designing Artificial Heart Valves Designing Artificial Heart Valves 104 40- to 3 50-minute sessions ACTIVITY OVERVIEW P R O J E C T Students are challenged to design a prototype for a valve that could form the basis of a replacement heart

More information

CARDIOVASCULAR AND RESPIRATORY SYSTEMS

CARDIOVASCULAR AND RESPIRATORY SYSTEMS G.C.S.E. PHYSICAL EDUCATION Unit 1 Factors Affecting Participation and Performance CARDIOVASCULAR AND RESPIRATORY SYSTEMS Name: G.C.S.E. P.E. Teacher:. By the end of this booklet you should: Be able to

More information

The Circulatory System. Chapter 17 Lesson 1

The Circulatory System. Chapter 17 Lesson 1 The Circulatory System Chapter 17 Lesson 1 Functions of the Circulatory System Your circulatory system maintains an internal environment in which all the cells in your body are nourished. As your heart

More information

Homeostasis (Circulation) Chapter 9. Homeostasis - the body s maintenance of a relatively stable internal physiological environment

Homeostasis (Circulation) Chapter 9. Homeostasis - the body s maintenance of a relatively stable internal physiological environment Homeostasis (Circulation) Chapter 9 Homeostasis - the body s maintenance of a relatively stable internal physiological environment How does the body maintain homeostasis, for example, when running? Increased

More information

Curriculum learning objectives: The human body will support the following national curriculum learning objectives at KS2.

Curriculum learning objectives: The human body will support the following national curriculum learning objectives at KS2. Page 1/14 Introduction: This set of activities is about understanding parts of the body and what they do. Part 1 is on the skeleton and muscles; it gets pupils to think about how a skeleton does the different

More information

Anatomy and Physiology: Understanding the Importance of CPR

Anatomy and Physiology: Understanding the Importance of CPR Anatomy and Physiology: Understanding the Importance of CPR Overview This document gives you more information about the body s structure (anatomy) and function (physiology). This information will help

More information

Blood vessels. transport blood throughout the body

Blood vessels. transport blood throughout the body Circulatory System Parts and Organs Blood vessels transport blood throughout the body Arteries blood vessels that carry blood AWAY from the heart Pulmonary arteries carry the deoxygenated blood from heart

More information

Reader s Theater. I AM the Most Important. (A Script about the human body systems. By Amy Bowden) Characters

Reader s Theater. I AM the Most Important. (A Script about the human body systems. By Amy Bowden) Characters Reader s Theater I AM the Most Important (A Script about the human body systems By Amy Bowden) Characters Judge (narrator) Digestive System Circulatory System Muscular System Respiratory System Nervous

More information

Circulatory System Review Worksheet

Circulatory System Review Worksheet Name: Grade 11 University Biology Circulatory System Review Worksheet + Blood: A Fluid Tissue Mini Glossary Hemoglobin (HEE muh gloh bun): a molecule that carries oxygen and carbon dioxide Plasma (PLAZ

More information

A Fishy Tale. Observing the Circulatory System of a Goldfish with a Compound Light Microscope

A Fishy Tale. Observing the Circulatory System of a Goldfish with a Compound Light Microscope A Fishy Tale Observing the Circulatory System of a Goldfish with a Compound Light Microscope A Fishy Tale About this Lesson In this lesson, students will explore a computer animation of the human body

More information

400,000 people in the United States die every year due to smoking-related illnesses.

400,000 people in the United States die every year due to smoking-related illnesses. How To Stop Smoking Ugly Facts about Smoking: 52 million Americans smoke cigarettes. 400,000 people in the United States die every year due to smoking-related illnesses. Every cigarette you smoke shortens

More information

Session 1. Body Systems and Structures. Teacher Notes. Body Systems and Organs: Descriptions and Functions. Intermediate ENGLISH FOR YOUR HEALTH

Session 1. Body Systems and Structures. Teacher Notes. Body Systems and Organs: Descriptions and Functions. Intermediate ENGLISH FOR YOUR HEALTH Session 1 Body Systems and Structures Teacher Notes Body Systems and Organs: Descriptions and Functions Heart The heart is a muscle that pumps blood to all parts of the body by contracting and releasing

More information

First Grade The Human Body Assessment

First Grade The Human Body Assessment First Grade The Human Body Assessment 1a. When we talk about the skeletal system we are talking about what part of our body? a. stomach b. bones 1b. How many bones in your skeleton? a. more than two hundred

More information

Fear: Body Alert! Introduction

Fear: Body Alert! Introduction Fear: Body Alert! Introduction Fear: A distressing emotion aroused by impending danger, evil, pain, etc., whether the threat is real or imagined. Synonyms: foreboding, apprehension, consternation, dismay,

More information

SESSION 10: TRANSPORT SYSTEMS IN MAMMALS (HUMANS) 1

SESSION 10: TRANSPORT SYSTEMS IN MAMMALS (HUMANS) 1 SESSION 10: TRANSPORT SYSTEMS IN MAMMALS (HUMANS) 1 KEY CONCEPTS: In this session we will consider the following: Blood circulation system Direction of blood flow and circulation Mechanism for controlling

More information

NCEA Level 1 Human Biology (90178) 2008 page 1 of 7. Evidence Contributing to Achievement with Excellence

NCEA Level 1 Human Biology (90178) 2008 page 1 of 7. Evidence Contributing to Achievement with Excellence NCEA Level 1 Human Biology (90178) 2008 page 1 of 7 Assessment Schedule 2008 Human Biology: Describe functioning of human circulatory, respiratory and excretory systems (90178) Evidence Statement Qu Evidence

More information

Heart Dissection. Learning Objectives

Heart Dissection. Learning Objectives Learning Objectives - Human body systems have basic structures, functions, and needs. - Students will understand the parts and functions of the heart and circulatory system. State Standards Addressed -

More information

National 3- Multicellular Organisms Revision

National 3- Multicellular Organisms Revision National 3- Multicellular Organisms Revision Key Area 1: Structure and function of organs and organ systems and their role in sustaining life. What you must know: The basic structure and functions of main

More information

II. 2003 Core Knowledge National Conference, Amazing Body System, Grade 1 1

II. 2003 Core Knowledge National Conference, Amazing Body System, Grade 1 1 Amazing Body Systems Grade Level or Special Area: First grade Technology, Science, Reading, and Writing Written by: Debbie DeFrancesco and Ivette Orama Length of Unit: 5 lessons + 12 days of Culminating

More information

Homeostasis and Negative Feedback Concepts and Breathing Experiments 1

Homeostasis and Negative Feedback Concepts and Breathing Experiments 1 Homeostasis and Negative Feedback Concepts and Breathing Experiments 1 I. Homeostasis and Negative Feedback Homeostasis refers to the maintenance of relatively constant internal conditions. For example,

More information

Name:.. Class:.. School:...

Name:.. Class:.. School:... Name:.. Class:.. School:.... 1. THE NERVOUS SYSTEM Human beings, like all the animals, capture what occurs around us: we see, we hear, we feel... Then, we act in accordance what we capture: we move, we

More information

Breathing and Holding Your Breath copyright, 2005, Dr. Ingrid Waldron and Jennifer Doherty, Department of Biology, University of Pennsylvania 1

Breathing and Holding Your Breath copyright, 2005, Dr. Ingrid Waldron and Jennifer Doherty, Department of Biology, University of Pennsylvania 1 Breathing and Holding Your Breath copyright, 2005, Dr. Ingrid Waldron and Jennifer Doherty, Department of Biology, University of Pennsylvania 1 Introduction Everybody breathes all day, every day. Why?

More information

Human Neuroanatomy. Grades 9-12. Driving Question: How did the evolution of the human brain impact the structure and function it has today?

Human Neuroanatomy. Grades 9-12. Driving Question: How did the evolution of the human brain impact the structure and function it has today? Human Neuroanatomy Grades 9-12 Driving Question: How did the evolution of the human brain impact the structure and function it has today? Objectives: Students will be able to Describe the basic parts and

More information

Heart Rate and Physical Fitness

Heart Rate and Physical Fitness Heart Rate and Physical Fitness The circulatory system is responsible for the internal transport of many vital substances in humans, including oxygen, carbon dioxide, and nutrients. The components of the

More information

Cells and Systems Unit 2 Test

Cells and Systems Unit 2 Test Cells and Systems Unit 2 Test Student Name Class 1. Characteristics of living organisms include all of the following, EXCEPT... A. they need energy and produce wastes B. they reproduce and grow C. they

More information

Lesson. Essential Question What Are Some Parts of Your Body? Engage

Lesson. Essential Question What Are Some Parts of Your Body? Engage 1 Lesson Vocabulary brain p. 100 stomach p. 101 oxygen p. 102 lungs p. 102 heart p. 104 blood p. 104 skin p. 105 Find out what these words mean as you study this lesson. Essential Question What Are Some

More information

North Bergen School District Benchmarks

North Bergen School District Benchmarks Grade: 10,11, and 12 Subject: Anatomy and Physiology First Marking Period Define anatomy and physiology, and describe various subspecialties of each discipline. Describe the five basic functions of living

More information

Human Body Vocabulary Words Week 1

Human Body Vocabulary Words Week 1 Vocabulary Words Week 1 1. arteries Any of the blood vessels that carry blood away from the heart to all parts of the body 2. heart The muscular organ inside the chest that pumps blood through the body

More information

2161-1 - Page 1. Name: 1) Choose the disease that is most closely related to the given phrase. Questions 10 and 11 refer to the following:

2161-1 - Page 1. Name: 1) Choose the disease that is most closely related to the given phrase. Questions 10 and 11 refer to the following: Name: 2161-1 - Page 1 1) Choose the disease that is most closely related to the given phrase. a disease of the bone marrow characterized by uncontrolled production of white blood cells A) meningitis B)

More information

Anatomy and Physiology BOE approved April 21, 2011

Anatomy and Physiology BOE approved April 21, 2011 Anatomy and Physiology BOE approved April 21, 2011 There is a hierarchical organization of the human body which demonstrates the relationship between form and function. A. The language of anatomy is essential

More information

Developing Human Fetus

Developing Human Fetus Period Date LAB. DEVELOPMENT OF A HUMAN FETUS After a human egg is fertilized with human sperm, the most amazing changes happen that allow a baby to develop. This amazing process, called development, normally

More information

Unit 3L.4: Body Parts and Functions

Unit 3L.4: Body Parts and Functions Unit 3L.4: Organs in the Human body Keeping Healthy The Skeleton Science skills: Classification Observing Making models Data collection By the end of this unit you should: Compare the structure of humans

More information

Solids, Liquids, and Gases

Solids, Liquids, and Gases Solids, Liquids, and Gases nd Intended for Grade: 2 Grade Subject: Science Description: Activities to help students understand solids, liquids, gases, and the changes between these states. Objective: The

More information

"Plumkin's Choice" A Tobacco-Education Puppet Show Curriculum Guide Grades K to 3. Contents Activity #1 Tobacco is an Unhealthy Drug

Plumkin's Choice A Tobacco-Education Puppet Show Curriculum Guide Grades K to 3. Contents Activity #1 Tobacco is an Unhealthy Drug "Plumkin's Choice" A Tobacco-Education Puppet Show Curriculum Guide Grades K to 3 Contents Activity #1 Tobacco is an Unhealthy Drug Activity #2 Tobacco is Bad for Your Body Activity #3 Make a Healthy Choice

More information

What you don't know may hurt you. The integrated system of the heart and blood vessels is known as the cardiovascular system.

What you don't know may hurt you. The integrated system of the heart and blood vessels is known as the cardiovascular system. The Inside Story on Blood Pressure What you don't know may hurt you. The integrated system of the heart and blood vessels is known as the cardiovascular system. Underwritten by Novartis 2005 ANATOMICAL

More information

Related KidsHealth Links

Related KidsHealth Links PreK to Grade 2 Human Body Series KidsHealth.org/classroom Teacher s Guide This guide includes: Standards Related Links Discussion Questions Activities for Students Reproducible Materials Standards This

More information

Functions of the Nervous System

Functions of the Nervous System NAME PERIOD MY TEST DATE: STUDY GUIDE UNIT 9 The Human Body NERVOUS SYSTEM TEST FORMAT: 10 Fill-Ins (using word bank) 20 Multiple choice DIAGRAMS: Neuron Brain DIAGRAMS + OPEN RESPONSE: Label the diagram

More information

T E A C H E R S N O T E S

T E A C H E R S N O T E S T E A C H E R S N O T E S Focus: Students explore the human body: major organs and body systems, how people s choices affect the body, and the importance of good nutrition. Learning Goals: Students will

More information